The Relationship Between Elementary Students’ Physics Performance and Metacognition Regarding Using Modified Know-Want-Learn Strategy

Bogdanović, Ivana; Rodić, Dušica D.; Stanisavljević, Jelena; Rončević, Tamara N.

doi:10.1007/s10763-021-10231-9

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…Other researchers (Lucangeli & Cornoldi, 1997;Young & Worrell, 2018) showed that children's utilization of metacognitive strategies (e.g., planning, monitoring, and evaluation) during mathematical problem solving was associated with higher problem solving accuracy. In physics, Bogdanović et al (2022) observed a moderate positive correlation between self-reported metacognitive awareness and physics knowledge in primary school students receiving a traditional teaching method. Additionally, other studies reported that students' cognitive (e.g., paraphrasing and deductive inferencing) or metacognitive abilities (e.g., monitoring) were positively related to their science achievement in chemistry (Gonzá lez & Paoloni, 2015;Rahman et al, 2010) and biology (Cromley et al, 2021).…”

Section: Relations Between Mental Processes and Stem Performancementioning

confidence: 92%

Mental processes underlying STEM problem solving in exceptional and typically developing children

Zhong,

Yeung,

Siu

et al. 2024

SSRN Journal

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Section: Relations Between Mental Processes and Stem Performancementioning

confidence: 92%

Mental processes underlying STEM problem solving in exceptional and typically developing children

Zhong,

Yeung,

Siu

et al. 2024

SSRN Journal

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“…After learning, students are reviewing newly acquired knowledge in the column "What I learned" (L column). The TQHL strategy is described in detail in previous researchers' work (Bogdanović et al, 2021;Zouhor, 2018;Zouhor et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Modified Know-Want-Learn Strategy in Mixed-Gender Lower Secondary Physics Education

Bogdanović

Rodić

Stanisavljević

et al. 2022

JBSE

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The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students’ physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students’ comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students’ achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students’ comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended. Keywords: metacognitive awareness, physics education, quasi-experimental research, students’ achievement, students’ comments

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Exploring the impact of virtual laboratory with KWL reflective thinking approach on students’ science learning in higher education

Yan,

Sun,

Zhou

et al. 2023

J Comput High Educ

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The Relationship Between Elementary Students’ Physics Performance and Metacognition Regarding Using Modified Know-Want-Learn Strategy

Cited by 3 publications

References 20 publications

Mental processes underlying STEM problem solving in exceptional and typically developing children

Mental processes underlying STEM problem solving in exceptional and typically developing children

The Effects of Modified Know-Want-Learn Strategy in Mixed-Gender Lower Secondary Physics Education

Exploring the impact of virtual laboratory with KWL reflective thinking approach on students’ science learning in higher education

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